Gestupa, G. M. (2023). Instructional supervision and technical assistance of master teachers in the division of Taguig City and Pateros. International Journal for Research in Applied Science and Engineering Technology, 11(II), 923-936. https://doi.org/10.22214/ijraset.2023.49146

Abstract:

“The study is entitled “INSTRUCTIONAL SUPERVISION AND TECHNICAL ASSISTANCE OF MASTER TEACHERS IN THE DIVISION OF TAGUIG CITY AND PATEROS” The study aimed to identify the level of instructional supervision of master teachers and the level of technical assistance they are providing to teachers 1-3. The study used the descriptive correlational research designs. The study was conducted in selected public elementary schools in the Division of Taguig City and Pateros during the school year 2021-2022. The result of the study revealed master teachers are “Excellent” with respect to pedagogical knowledge, content knowledge, evaluation skills and mentoring skills but needs improvement in some aspect of technological skills. The Level of Performance of Master Teachers as revealed by their Individual Performance Commitment Review Form (IPCRF) is very satisfactory. Master teachers are “Excellent” in the level of assistance given to other teachers with respect to Coaching and Mentoring, Instructional Supervision and Evaluation, Content Knowledge and Pedagogy, Assessment and Reporting. Master teachers serve as mentor and model. They provide support, resources and constructive criticism. They collaborate with teachers to provide inspiration, pass on passion and drive to improve. Teachers’ age, sex, position, number of years in the position and highest educational attainment do not affect the assessment of the respondents on the level of instructional leadership competencies of master teachers. The level of competencies of master teachers are not related to their Individual Performance Commitment Review Form (IPCRF) results with respect to Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Evaluation Skills and Mentoring Skills since it is not only the basis of their performance. Teachers’ age, sex, position, number of years in the position and highest educational attainment do not affect the level of technical assistance provided by the master teachers to teachers. Master Teachers’ Level of Instructional Leadership Competencies has no relationship with the level of technical assistance provided by them to teachers 1-3. Master teachers need to improve in giving pedagogical approaches and utilization of technology. On the other hand, master teachers practice regular coaching through formal observation and giving feedbacks. They offer assistance, mentor and coach through orientations, LAC and INSET sometimes individual conference.”